Teachers – Page 8 – Copy / Paste

November 20, 2011January 24, 2012

Studio H Classroom: Design. Build. Transform. Community

Studio H: Design. Build. Transform is a new exhibit that just opened at Portland’s Museum of Contemporary Craft. It offers visitors an opportunity to immerse themselves in the design process.

While touring the exhibit, I was struck by how the Studio H exhibit embodies the key elements of project-based learning. The PBL approach engages students with the chance to think like professionals while solving real-world problems. Studio H gives PBL added impact by inspiring and empowering student as change agents in their community.

High 5 Studio H

Student-designed solutions that empower people, communities, and economies.

In contrast to PBL, the traditional classroom conditions students to listen to teachers lecture – a one-way flow of information from teacher to passive recipient. And then, if there’s time, students might have a chance to “apply” what they’ve “learned” in a “canned” project (often over-managed with worksheets and a teacher-defined product). But that’s not how we experience life. We encounter challenges that become the catalyst for us to “figure things out.” Thus problem fosters research, analysis, solution, and reflection.

The MoCC’s Studio H exhibit re-imagines the gallery as a laboratory and teaching space. Visitors get to see how students were taught a non-linear design process in a more authentic learning environment that grows out of a dynamic interplay between research, ideation, development, prototyping and building.

Farmers’ Market Prototype @MoCC

Educators will find the exhibit to be an inspiration and template for using the PBL approach to motivate students with challenge, autonomy, mastery and purpose.

Studio H: Design. Build. Transform
Research: Gather relevant contextual precedent and sociological information.
Ideate: Generate large amounts of seemingly crazy ideas in quick succession.
Develop: Refine promising ideas using functional requirements real-world constraints.
Prototype: Build working versions and test their feasibility.
Build: Execute and test the prototype in real-world conditions for human interaction dreams.

Farmers’ Market – Complete

“A piece of me in every part of this building” ~ Erick
“I’m proud of the market and myself.” ~ Jamesha
“In 30 years, I’ll say I helped build it.” ~ Colin

The exhibition asks viewers to reflect on how that process can teach the next generation of designers to transform the world for themselves. Artifacts from the studio classroom in rural Bertie County, North Carolina (where Emily Pilloton, and Project H partner Matthew Miller, teach design thinking to high-school students) are on display and illustrate how a socially engaged design process can result in significant and positive solutions.

Farmers’ Market – In Operation

The MoCC exhibit highlights the products and process of the first year of the Studio H program. It features two design challenges – chicken coops and a farmers’ market pavilion. Both projects required students to design and build for real-world human (or chicken) interaction. Each project was firmly rooted in the agricultural context of Bertie County, but each looked closely at the local economy and fostered a more sustainable food solution – in one case offering an alternative to the local Perdue-scale chicken agribusiness and in the other, facilitating the production and sale of fresh local produce.

Emily Pilloton exemplifies an emerging generation of designers who believe that design has the power to positively change the world but that new design strategies are required to effect those changes. Pilloton is the founder and director of Project H Design (design initiatives for Humanity, Habitats, Health and Happiness), which connects design to the people who need it most and to the places where it can make a real and lasting difference.

Pilloton and Miller moved to rural Bertie County, North Carolina in 2009 to engage in a bold experiment of design-led community transformation. Through a design/build high-school shop class called Studio H, Pilloton and Miller exercised both minds and bodies while bringing design strategies and new opportunities to the poorest county in the state. In August 2010 they began teaching their first class of 13 students.

We need to go beyond “going green,” Pilloton says, and enlist a new generation of design activists. We need big hearts, a bigger business sense, and the bravery to take action now.

The Studio H website is loaded with photographs, videos, student reflections and great curriculum ideas. The site describes the curriculum as follows:

Studio H is a public high school “design/build” curriculum that sparks rural community development through real-world, built projects. By learning through a design sensibility, applied core subjects, and industry-relevant construction skills, students develop the creative capital, critical thinking, and citizenship necessary for their own success and for the future of their communities.

Over the course of one calendar year, students earn high school and college credit, and are paid a summer wage to build the community project they have spent the year designing and prototyping.

Studio H is a different kind of classroom. We design, build, and transform.

The Museum of Contemporary Craft is sponsoring a Craftperspective Lecture by Emily Pilloton at ZIBA Auditorium 810 NW Marshall Street in Portland Ore on Dec 2, 2011 at 6 PM. Arrive early – it will be packed! More info

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Note from Peter: I’ve had some discussions with the folks at MoCC about offering a January teacher’s workshop. “Studio H and Getting Started with Project-Based Learning.” Stop back for more information.

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Image credits:
High Five by Studio H
Farmers’ Market Complete and In Operation by Brad Feinknopf.
Prototype @MoCC by Peter Pappas.

November 11, 2011November 11, 2011

Following the Backchannel at the 2nd edcampPDX

edcampPDX 11-11-11

An edcamp is a unconference-style day of professional development organized and given by the local participants. The 2nd edcampPDX was held 11/11/11 at La Salle Catholic College Preparatory in Portland Oregon. This Storify serves as a permanent archive of the event’s social media backchannel. I’m following the hashtag #edcampPDX.

October 30, 2011

Why I Teach? A Voice from StoryCorps

Ayodeji Ogunniyi

It’s not an best of time for teachers – budget cuts, layoffs, increased class size, test-score based evaluations, and attacks on collective bargaining / tenure, etc. Meanwhile, the self-appointed corporate reformers would have you believe that they can fix education with a strong dose of market incentives.

There are many people that cry because they’re hurt, they’ve been neglected; but to cry because you couldn’t read. That spoke volumes to me.

This morning I heard a moving StoryCorps narrative on why one young man chose to become a teacher.

Spoiler alert – it wasn’t merit pay.

From StoryCorps: In 1990, Ayodeji Ogunniyi left Nigeria, along with his mother and brother, to come to the United States. They arrived in Chicago, joining Ayodeji’s father, Abimbola “Yinka” Ogunniyi, who’d arrived a few years earlier, and was working as a cab driver. Abimbola always wanted Ayodeji to be a doctor. But while Ayodeji was studying pre-med in college, his father was murdered on the job. At StoryCorps, Ayodeji talked about how his father’s death changed the course of his life.

Listen to Ogunniyi’s story at StoryCorps

StoryCorps National Teachers Initiative celebrates the brilliant and courageous work of at least 625 public school teachers across the country. By recording, sharing, and preserving their stories, we hope to call public attention to the invaluable contributions teachers have made to this nation, honor those who have embraced the profession as their calling, encourage teaching as a career choice, and unify the country behind its teachers—helping us all recognize that there is no more important or noble work than that of educating our nation’s children.

Photo credit: StoryCorps

October 21, 2011February 19, 2013

edcampPDX 2 – Educators’ Unconference – Portland, Oregon

edcampPDX

edcampPDX is back! Calling all teachers, instructional technologists, IT Directors, Principals, Admins and Teacher Librarians who live in the Pacific NW. Join us at La Salle Catholic College Preparatory (map) on Friday, November 11th from 8:30-3:30 pm for our second edcampPDX.

I attended the first edcampPDX back in August – great teachers, interesting conversations and an excellent chance to network. Here’s a Storify record I posted that followed the Tweets from that event. Following the Backchannel at edcampPDX

edcampPX Storify

What is edcampPDX?
An edcamp is a unconference-style day of professional development organized and given by the local participants. More info and sign up to attend here. Twitter updates about #edcampPDX
edcampPDX on Facebook More info on edcamps

What are the goals of edcampPDX?

Networking: Connect educators in the Portland / Oregon area
Instructional Practices: Learn new curriculum ideas, best practices, and/or tech integration ideas from other educators
Personalized: You customize your own PD by suggesting, facilitating and attending sessions about topics that interest you!

What does it cost?
The day is FREE!!! (unless you want to pre-order a $5.00 lunch)

edcampPDX #1 - sorting sessions

September 22, 2011September 15, 2012

Learning Walks: The Power of Teacher to Teacher PD

Learn and Lead

It’s always a pleasure to work with the school district that “gets it.”
Lebanon Community Schools in Lebanon, Oregon is that sort of place.

“This creates teacher leadership opportunities. It turns visits to the classroom into teacher to teacher professional development – transforming the notion of what happens when people visit your classroom.”

I was first introduced to LCS in May through their work with Oregon’s Class / Chalkboard Project. In August, I gave an opening-day faculty presentation focused on looking at learning from the students’ perspective. Since then I’ve assisted LCS in training a group of six “learning walk leaders” who will lead their peers on reflective learning walks through the classroom. As one of the leaders neatly summarized our goals, “This creates teacher leadership opportunities. It turn visits to the classroom into teacher to teacher professional development – transforming the notion of what happens when people visit your classroom.”

I have worked with many districts leading teachers and administrators on “classroom walkthroughs” (the term I generally use for the process) and conducting sessions designed to train-the-trainer. But Lebanon’s approach topped them all – their initiative with solid administrative support and a teacher-centric focus worth replicating. Ryan Noss, the district assistant superintendent attended all the training sessions, but consistently deferred to “let’s let the teachers decide how they want to do this.” Here’s how it went. (All quotes are from the six participants’ reflective journals.)

The district is supporting six teachers with stipends to lead their peers on reflective classroom walks. This week I completed three days of training with the “Learning Walk Leaders.” We first met as a whole group to discuss the opportunities and challenges of learning walks, but soon got into the classroom to try it out. Over the course of two days, I led pairs of teachers on visits to K-12 classrooms across the district. During that time, they had the chance to both experience the power of reflective discussion and see how to best focus our conversations on the students in the classroom, not the teacher.

We used a similar approach for each classroom visit. After checking with the teacher to see if it’s a good time to enter, we typically spent about 5-8 minutes in each class. While there we did not talk among ourselves or take any notes. (Visitors with clipboards make me nervous.) If appropriate, we might speak briefly with the teacher to get some background to the lesson or chat up a student who wanted to share what they were working on. But we weren’t there to try and “understand” the lesson. You can’t do that in 5 minutes. We wanted to see students in action and use that experience as a catalyst for a discussion. Think of learning walks as moving professional development from the lecture to the lab.

Think of learning walks as moving professional development from the lecture to the lab.

After exiting class we traveled down the hall for a brief discussion. What tasks were the students engaged in? What types of thinking did the students need to use to complete the task? What sort of choices did students need to make to complete the task? Can we find consensus about what level of Bloom’s Taxonomy best describes the student task? As Sarah Haley put it, “I love the idea of honing our reflective skills – what’s learning look like when compared to Bloom’s?” As Chrissy Shanks observed, “Learning walks gave me a fresh perspective on the ways students think.”

Often the time spent in class proved to be a jumping off point to more hypothetical discussions about student learning. “We just saw students making maps – what are the essential elements of a map? How do people use maps? What could students learn by making a real-life map for their peers to use?” Some of our best discussion about our own practice as teachers came from these extensions of what we saw in the classroom. “Teacher learning walks inspired me to become a better teacher! I learned so much about what students are doing in our district and was able to reflect on my teaching practice.” Melissa Johnson

On the third day learning walk leaders took turns “guiding” each other on visits. After each visit, they came back to central location and one leader “led” the reflective discussion in a “Fishbowl,” while the rest listened, and then offered feedback. Finally, we met to develop a protocol for how to conduct visits in the future. We want to make sure, that learning walks are seen as productive, not interruptions in the classroom. As Erica Cooper wrote “We are students of instruction in a lab setting. A trust has to be built to make it work. I want to be able to guide teachers in observing student learning to help their teaching practice.”

Next week the learning walk leaders will promote the process to their peers and begin leading reflective visits to district classrooms. We decided they needed an “elevator pitch.”

Focus on the students (not the teacher) in a quick visit to the classroom (snapshot of learning)
Discuss the tasks students are doing. Do we agree on what level of Bloom’s we see?
Result – Teacher To Teacher Professional Development. Shall we call it “T3PD?”
Best way administrators can support the effort. Ask, “Have you had interesting discussions today?” Note: don’t ask “have you seen good lessons today?” You can’t judge a lesson in 5 minutes – besides we’re watching the student.

Image credit: iStockphoto

Category: Teachers